Block Scheduling and Mathematics: Enhancing Standards-Based Instruction?
This study investigates differences in eighth-grade mathematics students’ engagement in standards-based curriculum and instruction practices between block- and traditional-schedule schools. Results indicate there are few differences in curriculum and instruction based on the type of school schedule.
Leslie Flynn, Frances Lawrenz, and Matthew J. Schultz

The Effect of Block Scheduling on Middle School Students’ Mathematics Achievement
To address the nation’s ongoing interest in student achievement, some researchers have focused on the effect of block scheduling—a model in which students take fewer classes for longer periods of time. Results revealed significant increases in the mathematics achievement scores of sixth-grade students’ enrolled in five middle level schools that transitioned from traditional to block schedules.
Kim Mattox, Dawson R. Hancock, and J. Allen Queen

The Real Beneficiaries of an ESOL Program
A middle level principal discovers the cultural challenges and rewards of starting a center for English for speakers of other languages. (ML edition)
By Lynn Hoffman

Math Makeover
A middle level school transforms its math program by providing professional development activities for teachers, reorganizing math classes, and pairing regular teachers with special education teachers to team teach math classes. (ML edition)
By Patrick Delmore

Examining Inquiry
Veteran middle level teachers learn how to use inquiry-based instruction by taking a graduate course that immerses them in the method. (ML edition)
By Karynne Kleine, Barbara Brown, Barbara Harte, Alicia Hilson, Donna Malone, Kristy Moller, Amanda Niblett, Marjorie Toole, and Brandi Walker